Playful Learning Landscapes: Convergence of Education and City Planning

Hadani, Helen Shwe; Winthrop, Rebecca; Hirsh‐Pasek, Kathy

doi:10.1007/978-981-16-0983-1_11

Cited by 3 publications

(3 citation statements)

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“…During our co-design process, community members were given opportunities to meet others who live in their community and to engage with stakeholders, such as funders, policymakers, and researchers. We expect this process to foster civic engagement and increase social cohesion, which can strengthen economic health and wellbeing, particularly in underserved neighborhoods ( Hadani et al, 2021 ). In collaboration with our policy partners at the Brookings Institution, a new metrics framework provides policy-relevant recommendations for measuring these types of community-level outcomes ( Hadani et al, 2021 ).…”

Section: Evaluating the Modelmentioning

confidence: 99%

“…We expect this process to foster civic engagement and increase social cohesion, which can strengthen economic health and wellbeing, particularly in underserved neighborhoods ( Hadani et al, 2021 ). In collaboration with our policy partners at the Brookings Institution, a new metrics framework provides policy-relevant recommendations for measuring these types of community-level outcomes ( Hadani et al, 2021 ). Specifically, data on the frequency of visits to a PLL site, length of visit, community engagement in volunteer activities at the site, small business impact, and accessibility of the site for people with special needs will be acquired to provide additional documentation about how PLLs impact communities.…”

Section: Evaluating the Modelmentioning

confidence: 99%

“…These places, among others, often hold significance as spaces families frequently visit, where they gather with others and build community. A reinvention of the public square – community spaces where people gather – that draws on the science of learning offers an innovative way to transform everyday spaces into accessible and inclusive hubs that enable the experiences supportive of children’s learning ( Hassinger-Das et al, 2021 ; Hadani et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes

et al. 2022

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What if the environment could be transformed in culturally-responsive and inclusive ways to foster high-quality interactions and spark conversations that drive learning? In this article, we describe a new initiative accomplishing this, called Playful Learning Landscapes (PLL). PLL is an evidence-based initiative that blends findings from the science of learning with community-based participatory research to transform physical public spaces and educational settings into playful learning hubs. Here, we describe our model for conducting this research, which is mindful of three key components: community input, how children learn best, and what children need to learn to be successful in the 21st century economy. We describe how this model was implemented in two PLL case studies: one in a predominantly Latine community and the second in early childhood education classrooms. Furthermore, we describe how research employing our model can be rigorously and reliably evaluated using observational and methodological tools that respond to diverse cultural settings and learning outcomes. For example, our work evaluates how PLL impacts adult–child interaction quality and language use, attitudes about play and learning, and community civic engagement. Taken together, this article highlights new ways to involve community voices in developmental and educational research and provides a model of how science can be translated into practice and evaluated in culturally responsive ways. This synthesis of our process and evaluation can be used by researchers, policymakers, and educators to reimagine early educational experiences with an eye toward the built environment that children inhabit in everyday life, creating opportunities that foster lifelong learning.

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Section: Evaluating the Modelmentioning

confidence: 99%

Section: Evaluating the Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes

et al. 2022

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Play opportunities through environmental design: a strategy for well-being

Puddle

2023

Journal of Outdoor and Environmental Education

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Daily television exposure, parent conversation during shared television viewing and socioeconomic status: Associations with curiosity at kindergarten

et al. 2021

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Objective To examine the main and interactive effects of the amount of daily television exposure and frequency of parent conversation during shared television viewing on parent ratings of curiosity at kindergarten, and to test for moderation by socioeconomic status (SES). Study design Sample included 5100 children from the Early Childhood Longitudinal Study, Birth Cohort. Hours of daily television exposure and frequency of parent screen-time conversation were assessed from a parent interview at preschool, and the outcome of early childhood curiosity was derived from a child behavior questionnaire at kindergarten. Multivariate linear regression examined the main and interactive effects of television exposure and parent screen-time conversation on kindergarten curiosity and tested for moderation by SES. Results In adjusted models, greater number of hours of daily television viewing at preschool was associated with lower curiosity at kindergarten (B = -0.14, p = .008). More frequent parent conversation during shared screen-time was associated with higher parent-reported curiosity at kindergarten with evidence of moderation by SES. The magnitude of association between frequency of parent conversation during television viewing and curiosity was greater for children from low SES environments, compared to children from high SES environments: (SES ≤ median): B = 0.29, p < .001; (SES > median): B = 0.11, p < .001. Conclusions Higher curiosity at kindergarten was associated with greater frequency of parent conversation during shared television viewing, with a greater magnitude of association in low-SES families. While the study could not include measures of television program content, digital media use and non-screen time conversation, our results suggest the importance of parent conversation to promote early childhood curiosity, especially for children with socioeconomic disadvantage.

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Playful Learning Landscapes: Convergence of Education and City Planning

Cited by 3 publications

References 42 publications

Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes

Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes

Play opportunities through environmental design: a strategy for well-being

Daily television exposure, parent conversation during shared television viewing and socioeconomic status: Associations with curiosity at kindergarten

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